Discover more about our LearnOn+ Opportunities - Bite-Sized Asynchronous Professional Learning!

Preparation Steps

Step 1: Planning for Staff Training

Establish a framework through which to communicate expectations to all stakeholders is essential. The O.R.E.O. Framework is a great place to start.

You can find additional resources, provided by Alison Yang at https://alisonyang.weebly.com/blog/oreo-online-learning-guidelines.

Step 2: Establish Your Digital Content Warehouse

If the district has not already adopted a warehouse for housing the digital content (a.k.a. Learning Management System) that will be developed by staff, choosing to allow staff to select their own resource or providing recommendations based upon the support structures that exist may be necessary.

Consider requiring that staff attend or view the recording of the two webinars: Best Practices and What is Your Warehouse for Online Content
If your staff are unable to develop content in the desired timeline, consider using the resources (fee-based) provided by the LIU's Lincoln Cyber Cafe Partners

Step 3: Review and Discuss Considerations for Supporting FAPE and Special Needs Students

LEA Considerations

Given FAPE a school must meet needs as outlined by the student’s unique needs. Please review this Supplemental Fact Sheet provided by the U.S. Department of Education.

How will related services be provided (OT, PT, Speech, psychological counseling, assistive technology, nursing, etc)?
Are services being provided within the least restrictive environment?
How are you ensuring adequate/necessary support in the LRE?
How would you provide the SDI required by the IEP?
How would you progress monitor the IEP goals?
How would a Positive Behavior Support Plan (PBSP) be implemented?

Virtual and Online Education

What does instructional practice look like using this format?
Is hardware and software provided to students and staff? Is internet access and computers provided to students at no cost?
Is there staff capacity? Do staff have time to develop and conduct instruction online?
Students with IEPs are entitled to be educated with non-disabled peers in the Least Restrictive Environment -what does that look like in an online environment?
Can a parent or family member serve in the role of a facilitator of online learning?

Independent Study

Can the student work independently? Will the student be able to meet their goals using this format?
How will teachers know the student is successful? How will progress monitoring be obtained and reviewed?

Blended Learning or Hybrid Education

How will regular education, special education, and related service personnel collaborate to prepare for this type of service delivery?
How will teachers know the student is successful? How will progress monitoring be obtained and reviewed?

Compensatory Education

Are there processes in place that can allow the IEP team to determine:

Has there been a determination of a lack of progress or regression towards the students’ IEP goals? Is there enough progress monitoring data to determine this?
How many hours of service will be needed to make up for time lost during school closure?
How will my school provide required resources (i.e. funding, staffing capacity, etc.) to support compensatory education? What resources are already in place that can be utilized?
What types of compensatory education strategies might we consider to utilize?

Step 4: Begin the Planning Process for Moving to Online Instruction for FAPE and Special Needs Students

Consider the appropriateness of an alternate service delivery model in meeting the needs of the student
Survey families to identify if families have access to WiFi and devices for their child with specials needs to access remote learning.
- Identify student attendance in terms of the their access to materials. Consider using a classification system to accurately collect student acccess. For example:
  1. Tier 1: Student has access to a device(s) and stable wifi access
  2. Tier 2: Student has access to a limited device(s) (mobile/video game consoles) andstable wifi access
  3. Tier 3: Student has access to a device(s) and limited wifi/ cell connection
  4. Tier 4: Student has access to a limited device(s) (mobile/video game consoles) and limited wifi/ cell connection
  5. Tier 5: Student does not have access to a device and does not have access to wifi/ cell connection
- Create a plan to assist family with access to the internet and/or devices
- Create alternate plans to provide instruction via telephone conference, paper educational resources
- Consider providing all students with a device (ie. Chromebook) if they do not already have access to one at home.
- Low incidence students may need alternative devices or service delivery models to engage in instruction/receive FAPE
Survey your employees to ensure they have access to WiFi, devices, and needed supplies at home.
Provide professional development and guidance for employees on how to provide remote resources and be a support system for the students and families.
When planning for remote learning for students with special needs, assist teachers by setting up a daily schedule/routine for short durations of instruction (10 - 35 minutes) throughout the school day.
Instruct teachers to put lessons together for a predetermined duration so that activities, lessons, and resources are available online
Create a Repository (such as a Google Doc) for each special education program and related services to house on online resources. (Example: CIU20 Symbaloo)

Step 5: Encourage Sound Principles for Online Instruction

Good practices of online instruction include the list below. District leaders may want to review and determine the best mechanism to support the following steps for having staff work collaboratively to peer review online work that is created.

Encourages contact between students and teachers;
Develops reciprocity and cooperation among students;
Encourages active learning;
Gives prompt feedback;
Emphasizes time on task;
Communicates high expectations; and
Respects diverse talents and ways of learning.

Step 6: Review and Consider How to Support Offline Learners

In putting forth best efforts to ensure access to continuity of education programming, we recognize the following. Find specific suggests on our Offline Learner Page.

Equitable access to educational programming during the pandemic and subsequent school closures is a priority;
Throughout the Commonwealth there are students/families that do not have access to internet and/or home devices;
The sharing of best practices, considerations and creative innovations in making low tech options accessible to all will improve educational access for students.

Please consider each of these elements in supporting your offline learners:

Delivering Academic / Core Content
How to Deliver of Instruction
Distribution of Learning Materials
Grading / Assessment of Learning
Developing a Sense of Community
Addressing the SEL Needs of Students
Utilization of Non-Core Content Staff Creatively
Data Aggregation
Professional Development
Creative Ways In Addressing Low Tech/No Tech

Page updated

Report abuse